Studying Abroad to Inform Teaching in a Diverse Society

2017 ◽  
pp. 52-70
Author(s):  
Carolyn Walker Hitchens ◽  
Patricia Clark ◽  
Anthony Kline ◽  
Winnie Mucherah ◽  
Scott Popplewell ◽  
...  
Keyword(s):  
Elementary Education ◽  
Study Abroad ◽  
Education Program ◽  
General Description ◽  
General Overview ◽  
Studying Abroad ◽  
Diverse Society ◽  
Personal Reflections ◽  
Study Abroad Program ◽  
The Impact

This chapter presents information about Ball State University's Study Abroad Program within the Department of Elementary Education. A general description of students enrolled in the Elementary Education program is given, both historically and currently. Then the origins of the Ball State Elementary Education Study Abroad program are explained, followed by a description of countries and program types that have occurred over the years. A general overview of program considerations, including making contacts, recruiting students, and working with schools is then provided. Next, three travel programs in the department are described, including development, recruitment, and vignettes focusing on experiences in each program. Next, research about program experiences is presented, including the impact of study abroad experiences on students. Personal reflections from instructors who have participated will then be shared. Finally, suggestions about developing and implementing programs will be identified.

Blue Zone of Ikaria, Greece: An education abroad program for nursing and health-related disciplines

2020 ◽  
Vol 10 (5) ◽  
pp. 31
Author(s):  
Jessica L. Naber ◽  
Grace Phelps
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Cultural Awareness ◽  
Student Response ◽  
Education Abroad ◽  
Studying Abroad ◽  
Health Related ◽  
Study Abroad Program ◽  
Different Cultures ◽  
The Impact

International education is growing among American students. In the past two decades, the number of students studying abroad has more than tripled. Research has provided evidence that students who participate in study abroad are more likely to have a variety of career prospects and are more aware socially and culturally. In a world where nurses will be providing care for an increasingly diverse population, cultural awareness and improved interaction with people of different cultures is invaluable. A faculty member with education abroad experience at a mid-size university in the southern United States developed a study abroad program for the summer of 2019 to Ikaria, Greece. This program centered around the concept of Blue Zones, areas of the world identified as having the largest population of centenarians, or people that have lived for longer than 100 years. This article outlines the process of development of the program and the course associated with the program. There is information about course description, course objectives, grading procedures, course activities, and a schedule of activities that students participated in while abroad. Student response to this education abroad experience was very positive. Students have reported that they attempt to implement the nine concepts into their everyday lives since returning, and the impact that this program and other education abroad programs has had, is profound.

scholarly journals Nursing Study Abroad: A New Perspective

2018 ◽  
Vol 2 (5) ◽  
Author(s):  
O'Hara PB
Keyword(s):  
Nursing Students ◽  
Study Abroad ◽  
International Study ◽  
The United States ◽  
Public Health Nurse ◽  
Defining Moment ◽  
Studying Abroad ◽  
New Perspective ◽  
Study Abroad Program ◽  
The Impact

The impact of International Study Abroad has recently been studied. The data from more than 3,400 respondents shows that studying abroad is usually a defining moment in a person’s life and continues to impact their life for years after the experience (IES Abroad Adelaide, 1992). Many nursing programs here in the United States do not have the flexibility in their nursing curriculum for study abroad, and the State Board of Nursing does not allow for nursing courses to be transferred in from other countries. This article will describe a Nursing Study Abroad program that was set up in Ireland for 3 weeks. Nursing students in this 4 year Traditional BSN program were able to obtain 6 credits (3 credits for their English Elective and 3 credits for their Nursing Elective) as well as experience 2 clinical observation days shadowing an Irish Public Health Nurse. A comprehensive description of the nursing study abroad program and the benefits associated with it will be provided.

Deciphering the rising attractiveness of Asian countries as destinations for Vietnamese students seeking international education: The effect of desire for studying abroad on Vietnamese students' career planning and decision-making processes in Taiwan

2021 ◽  
Author(s):  
Kuo Chen
Keyword(s):  
Decision Making ◽  
Study Abroad ◽  
International Education ◽  
Qualitative Methodology ◽  
Planning Process ◽  
Career Planning ◽  
Asian Countries ◽  
Studying Abroad ◽  
Planning Factor ◽  
The Impact

Nowadays, Vietnamese students choose to study abroad in Asian countries, with Taiwan being one of the most appealing locations so far. The purpose of this research is to explain the planning process used by Vietnamese students to study abroad (the host country is Taiwan), as well as to suggest an appropriate model for students' decision-making once the desire to study abroad is established, in which the impact of career path on school selection is clarified and the importance of motivation to study abroad is emphasized.This research used a mixed-methods approach. In-depth interviews with 30 Vietnamese students studying in Taiwan are conducted using a qualitative methodology. The data gathered during those interviews is utilized to build questionnaires that will be sent to over 300 samples for quantitative study.The research findings demonstrate the primary elements influencing students' desire to study abroad, career planning, and decision-making in Taiwan, as well as the model of students' decision-making process. It is obvious that students' desire to study abroad has a direct effect on their career-planning factor, while this factor acts as a mediator between the aforementioned motivation and the students' decision-making factor.

scholarly journals The Impact of Motivational and Metacognitive Cultural Intelligence on the Study Abroad Experience

2016 ◽  
Vol 2 (1) ◽  
pp. 115 ◽  
Author(s):  
Bernadette M. Racicot ◽  
Diane L. Ferry
Keyword(s):  
Study Abroad ◽  
Cultural Intelligence ◽  
Process Analysis ◽  
Study Abroad Programs ◽  
Studying Abroad ◽  
Cultural Experiences ◽  
Time Lagged ◽  
Conditional Process Analysis ◽  
The Impact ◽  
And Training

<p>The current study used a time-lagged design to examine the effects of Metacognitive and Motivational Cultural Intelligence (CQ) prior to studying abroad on the experiential behavior of students during their study abroad trip and their future interest in work and study abroad opportunities. Using Hayes’ conditional process analysis, results indicated that Motivational CQ predicted Metacognitive CQ which predicted cultural experiences pursued while studying abroad which in turn predicted future interest in working/studying abroad. Implications for improving the study abroad experience and training of students for study abroad programs are discussed.</p>

scholarly journals Intragroup Conflict During Study Abroad

2015 ◽  
Vol 5 (3) ◽  
pp. 244-259 ◽  
Author(s):  
Peter Bodycott
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Intragroup Conflict ◽  
National Group ◽  
Studying Abroad ◽  
Short Term Study ◽  
Negative Effect ◽  
Program Involvement ◽  
Study Abroad Program ◽  
Support Students

Co-national groups of individuals from the same country can provide members with psychological and sociocultural support when coping with the stresses of studying abroad. This article examines intragroup task and relationship conflict that occurred in one co-national group during a 14-week short-term study abroad program. Findings reveal the negative effect of intragroup conflict, within the co-national group, on student’s personal and social −ethnic− identities, acculturation and program involvement. Recommendations are made about ways to help students in co-national groups cope with acculturation and intragroup conflict, and how institutions can better prepare and support students for study abroad.

scholarly journals Students’ Stories of Studying Abroad: Reflections Upon Return

2015 ◽  
Vol 5 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Jane Costello
Keyword(s):  
Decision Making ◽  
Study Abroad ◽  
Technology Use ◽  
Student Participation ◽  
Structured Interviews ◽  
Personal Lives ◽  
Studying Abroad ◽  
Cultural Experiences ◽  
The Impact ◽  
Inform Decision Making

Study abroad brings an enriching experience to students’ academic and personal lives. This narrative essay relays two students’ experiences with study abroad sojourns and touches upon their technology use during their study abroad as recounted in semi-structured interviews. Details of their cultural experiences and reflections thereof as well as the impact these experiences had on their lives are presented. Student participation in study abroad semesters is increasing each year. Understanding previous students’ experience studying abroad, how this impacted their studies and life afterwards can inform decision making of other students considering this option. Additionally, awareness of the technologies used to stay in touch with those at home informs administrative and technical decisions for institutions to consider.

scholarly journals The Graduates Tracer Study: Bachelor of Elementary Education Program

2021 ◽  
Vol 2 (10) ◽  
pp. 918-927
Author(s):  
Adona S. Abana ◽  
Andy B. Ramos ◽  
Bernardo K. Gumarang Jr. ◽  
Jaine Z. Tarun
Keyword(s):  
Elementary Education ◽  
Education Program ◽  
Survey Method ◽  
Information Communication ◽  
General Skills ◽  
Future Demands ◽  
And Performance ◽  
The University ◽  
The Impact ◽  
Communication And Technology

The study assessed the impact of the Bachelor of Elementary Education program in the life of its graduates in terms of their employability and professional competencies based on the perceptions of graduates and their employers. The survey method was used in the study to determine the graduates' status and performance. There are 250 BEEd graduates involved in the study. Descriptive statistics such as frequency, percent, and arithmetic mean were utilized to determine and describe the profile of graduates and employers, the trend in the employment of graduates for the term being studied, the employers’ assessment of the graduates in terms of their knowledge and understanding of their field of specialization, qualities, general skills and specialized skills generally expected of them in order to succeed in their teaching performance, and the over-all preparation of graduates acquired from the University for the type of work they are currently engaging and other skills needed for their future demands. The data generated from the employers' assessment of the variables mentioned was further analyzed and categorized to generate interrelated thoughts/themes that will emerge from the data.  The results of the study showed that graduates of the program are competent because most of the graduates are licensed professionals, employed with regular or permanent status. However, it has been found that graduates need to gain innovative skills such as, research and the use of information communication and technology. The findings can be used as the basis of the program in improving the curriculum and instruction.

scholarly journals Development and Validation of the Wesleyan Intercultural Competence Scale (WICS): A Tool for Measuring the Impact of Study Abroad Experiences

2014 ◽  
Vol 24 (1) ◽  
pp. 25-58 ◽  
Author(s):  
Steven Stemler ◽  
Toshie Imada ◽  
Carolyn Sorkin
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
External Validation ◽  
Developmental Theory ◽  
Self Report ◽  
Study Abroad Programs ◽  
Competence Scale ◽  
Study Abroad Program ◽  
The Impact ◽  
Over Time

One of the most frequently cited aims of higher education institutions is to help students develop intercultural competence. Study abroad programs are a primary vehicle for helping to achieve this goal; however, it has been difficult to quantify their impact as most existing measures of intercultural competence rely on subjective self-report methods that are easy to fake and that suffer from ceiling effects when attempting to measure change over time. Building on Bennett’s (1986) developmental theory, the current paper describes a new test–the Wesleyan Intercultural Competence Scale (WICS)–that uses a situational judgment testing approach to measure the development of intercultural competence within the context of a study-abroad experience. A total of 97 study-abroad students from Wesleyan took the WICSalong with eight external validation measures and a background questionnaire. Thirty participants took the test at two time points–once at the beginning of a study-abroad program and once at the end. The results indicate that the WICShad strong evidence in support of its content, construct, and criterion-related validity. In addition, the WICSwas capable of detecting changes in the development of intercultural competence over time in a way that none of the other validation measures were. The substantive findings revealed that the amount of time spent speaking the local language and the number of different situations experienced were strong predictors of the development of intercultural competence. Implications and future directions are discussed.

scholarly journals Chinese nurses’ perceived impact of international educational experiences and cultural beliefs following a 1-year study abroad program: an exploratory study

2020 ◽  
Vol 7 (1) ◽  
pp. 23-29
Author(s):  
Debra M. Wolf ◽  
Hui-Xin Wu ◽  
Kathleen Spadaro ◽  
Diane F. Hunker
Keyword(s):  
Study Abroad ◽  
Exploratory Study ◽  
Foreign Students ◽  
Educational Experiences ◽  
Cultural Beliefs ◽  
The United States ◽  
Personal Impact ◽  
Studying Abroad ◽  
Perceived Impact ◽  
Study Abroad Program

AbstractObjectivesTo examine the perceived impact of international educational experiences and cultural beliefs before and after completing a 1-year Masters of Science in Nursing program.MethodsAn exploratory study was conducted among Chinese nurses studying abroad in a private medium-sized university in the United States. The 27-item electronic pre-survey was administered within 1 week of starting the program and the post-survey was administered 1 year later at the completion of the program.ResultsMajority of participants (n = 25) were female, 23–36 years of age. Findings revealed that the perceived impact of international educational experiences assessed at the start of the program was similar to the perceived impact measured at the end of the 1-year program, suggesting that the students learned and experienced what they anticipated. There was a significant impact on cultural beliefs from the start of the program compared with the end of the program suggesting that a 1-year study abroad program does influence cultural beliefs.ConclusionsUnderstanding what is important to provide in a study abroad program and providing the educational experiences identified by students as impactful are avenues to help host universities best develop their programs. Findings suggested that the 1-year program can influence foreign students’ cultural beliefs, yet the professional and personal impact of this change warrants further study.

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